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Teacher Self-efficacy and the Implementation of a Problem-based Science Curriculum
PROCEEDINGS

, , Georgia Southern University, United States ; , , , , , Georgia Tech, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study was conducted to investigate eighth grade science teachers’ self-efficacy for implementing a new, problem-based science curriculum. The curriculum included applications of LEGO robotics. Data sources included teachers’ responses to structured journaling activities during an 8-week implementation period, and teachers’ responses to a survey designed to probe participants’ self-efficacy for enacting specific elements of the curriculum. Participants had high confidence levels throughout the study, but expressed some concerns related to their local contexts. A description of how the survey was designed to align with elements of the curriculum also will be provided.

Citation

Hodges, C., Meng, A., Ryan, M., Usselman, M., Kostka, B., Gale, J. & Newsome, A. (2014). Teacher Self-efficacy and the Implementation of a Problem-based Science Curriculum. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2322-2325). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 1, 2020 from .

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